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41.
Jane-Jane Lo Theresa J. Grant Judith Flowers 《Journal of Mathematics Teacher Education》2008,11(1):5-22
This article reports challenges faced by prospective elementary teachers as they revisited whole number multiplication through
a sequence of tasks that required them to develop and justify reasoning strategies for multiplication. Classroom episodes
and student work are used both to illustrate these challenges, as well as to demonstrate growth over time. Implications for
the design of mathematics courses for prospective teachers’ are discussed. Although the study is situated in the context of
multiplication, it has implications for teachers reasoning and justification in other areas of mathematics.
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Judith FlowersEmail: |
42.
Predictive assessment of reading 总被引:1,自引:0,他引:1
Study 1 retrospectively analyzed neuropsychological and psychoeducational tests given to N=220 first graders, with follow-up assessments in third and eighth grade. Four predictor constructs were derived: (1) Phonemic
Awareness, (2) Picture Vocabulary, (3) Rapid Naming, and (4) Single Word Reading. Together, these accounted for 88%, 76%,
69%, and 69% of the variance, respectively, in first, third, and eighth grade Woodcock Johnson Broad Reading and eighth grade
Gates-MacGinitie. When Single Word Reading was excluded from the predictors, the remaining predictors still accounted for
71%, 65%, 61%, and 65% of variance in the respective outcomes. Secondary analyses of risk of low outcome showed sensitivities/specificities
of 93.0/91.0, and 86.4/84.9, respectively, for predicting which students would be in the bottom 15% and 30% of actual first
grade WJBR. Sensitivities/specificities were 84.8/83.3 and 80.2/81.3, respectively, for predicting the bottom 15% and 30%
of actual third grade WJBR outcomes; eighth grade outcomes had sensitivities/specificities of 80.0/80.0 and 85.7/83.1, respectively,
for the bottom 15% and 30% of actual eighth grade WJBR scores. Study 2 cross-validated the concurrent predictive validities
in an N=500 geographically diverse sample of late kindergartners through third graders, whose ethnic and racial composition closely
approximated the national early elementary school population. New tests of the same four predictor domains were used, together
taking only 15 minutes to administer by teachers; the new Woodcock-Johnson III Broad Reading standard score was the concurrent
criterion, whose testers were blind to the predictor results. This cross-validation showed 86% of the variance accounted for,
using the same regression weights as used in Study 1. With these weights, sensitivity/specificity values for the 15% and 30%
thresholds were, respectively, 91.3/88.0 and 94.1/89.1. These validities and accuracies are stronger than others reported
for similar intervals in the literature. 相似文献
43.
44.
Ami Flowers Staples Ti’Era Worsley Gary T. Green John P. Carroll 《The Journal of environmental education》2013,44(3):208-222
ABSTRACTThis study used a combination of surveys and drawing-based metrics to evaluate whether integration of art-based activities into EE camp programing could enhance environmental orientations of diverse youth ages 6–12 (n?=?285) in Athens, GA, USA. Compared to a control group, art-based EE had a positive effect on children’s eco-awareness and environmental knowledge. However, effects of the art-based EE were comparable to those observed for a conventional EE summer camp. Interactions between the treatment and demographic variables (e.g., gender, age, race/ethnicity) were minimal, suggesting that both types of EE programing worked well for different groups of youth. Results highlight the potential value of art in EE research and practice. 相似文献
45.
Lynn Flowers Marianne Meyer James Lovato Frank Wood Rebecca Felton 《Annals of dyslexia》2001,51(1):49-71
There is persisting debate concerning the use of an ability-achievement discrepancy formula to define and identify learning
disabled—including reading disabled—students. This study employs mixed effects regression growth curve analysis to assess
the developmental course of discrepant and nondiscrepant readers (within poor readers) who were identified in third grade
and retested in fifth, eighth, and twelfth grades. The results showed that discrepancy status does not differentiate the developmental
course of basic reading skills (word identification or decoding), reading comprehension, or underlying cognitive abilities
(phonemic awareness and fluency) in poor readers. The ability-achievement discrepancy model is not supported. Educational
and legislative reasons for the persisting difficulties of poor readers are explored and recommendations for changes in public
policy are made.
Supported by National Institute of Child Health and Development (NICHD) PHS Grant No. P01 HD 21887 相似文献